Aligning technical and vocational education and training

ALIGNING TECHNICAL AND
VOCATIONAL EDUCATION AND
TRAINING WITH SUSTAINABLE
DEVELOPMENT
Outcomes of an electronic consultation jointly organized
by United Nations University – Institute for Advanced
Studies of Sustainability (UNU-IAS) and UNECE
9th meeting of the UNECE Steering Committee on
Education for Sustainable Development, 3 and 4 April
2014

reorienting TVET in support of sustainable development and the
transition to a green economy is a priority action for phase III of
UNECE Strategy (2010-2015) and beyond
CHAIR’S SUMMARY OF SEVENTH “ENVIRONMENT FOR EUROPE”
MINISTERIAL CONFERENCE: “PARTICIPANTS STRESSED THE NEED
FOR TECHNICAL AND VOCATIONAL TRAINING TO TRANSITION
TO A GREEN, ENTREPRENEURIAL AND SUSTAINABLE ECONOMY”
(ECE/ASTANA.CONF/2011/2/ADD.2; PARA.85)

ECE Secretariat initiated cooperation with the United Nations University – Institute for
Advanced Studies of Sustainability (UNU-IAS) and the Regional Centres of Expertise
for ESD (RCEs) that are supported by UNU-IAS

4 weeks conversation with focus on 6 areas:

Defining TVET;

Strategic documents for TVET and beyond;

Responsibilities and partnerships for TVET;

TVET learning outcomes;

‘Non-traditional‘ learners and

Educators for the TVET system.
2013 TVET ELECTRONIC
CONSULTAITON
RCE
Network
THE GLOBAL RCE NETWORK
Close to 130 RCEs around the
world
101 vibrant multistakeholder initiatives worldwide…
5
RCE
Network
2003
2004
Development of the RCE Network
Establishment of ESD Programme at UNU-IAS
Development of the RCE Concept
DESD Launch
Framework for the
UNDESD International
Implementation
Scheme
UNESCO World
Conference on ESD
(Aichi-Nagoya)
UNESCO World
Conference on ESD
(Bonn, Germany)
Launch of
Global Action
Programme on
ESD (tbc)
8th International
9th International
RCE Conference RCE Conference
(Nairobi, Kenya) (Okayama, Japan)
Annual Global
RCE Conference
since 2006
2007 Emergence of
continental networks
End of the DESD
Mid-Decade Year
2008 Emergence of
thematic & strategic
networks
-
7
47
74
99
120
2005
2007
2009
2011
2013
Number in Red: Number of RCEs Acknowledged by UNU
Assessment of RCEs/ Engagement with
International SD/ESD processes
Strong emphasis on capacity
development
2014 and Beyond
Building
Networks
RCE DECLARATION ON ESD
Positioning RCEs:
Strategic Actions
RCEs and the Global Learning
Space
RCEs and Capacity Development
RCEs and Research and
Development
Thematic Actions
RCEs and Climate Change
RCEs and Health
RCEs and Higher Education
RCEs, Traditional Knowledge and
Biodiversity
RCEs, Youth and School
Assessment
7
Building
Networks
RCE NETWORK ACTIVITIES
Africa:
Project on co-engaged learning practices based on TK (led by RCE Makana with
engagement of RCEs from Africa and Asia)
RCEs Cairo and European RCEs co-implementing EduCamp Project (Education for
Sustainable Development beyond the Campus)
Americas:
Continental projects focused on: training/reorienting teachers in ESD; creating ESD
living learning laboratories; connecting with business/private sector through
innovation and entrepreneurship; and connecting with indigenous communities
and youth
Asia-Pacific:
International conference and training workshop on traditional knowledge and
community health, Penang
RCE Yogyakarta and Penang partnership on sharing experiences and best practices
of traditional knowledge in Asia
Europe:
RCEs Oldenburger Münsterland, Rhine-Meusse, Munich proposal on integration of ESD
into the curricula of vocational schools.
RCE Graz-Styria and RCECandidate Usti nad Labern - MOSUR Student excursion to
8
Facilitators:
Participants from 11 ECE countries:
Dr. Zinaida Fadeeva, UNU-IAS;
Dr. Laima Galkute, Vilnius University, RCE
Lithuania; and
Ms. Simone Hofner, UNECE.
Finland,
Germany,
Ireland, Kyrgyzstan,
Lithuania,
the Republic of Moldova,
Montenegro,
the Netherlands,
Sweden,
Switzerland and
the USA
E-DISCUSSION

Defining TVET;

Strategic documents for TVET and beyond;

Responsibilities and partnerships for TVET;

TVET learning outcomes;

‘Non-traditional‘ learners and

Educators for the TVET system
FOCAL AREAS OF DISCUSSION

Secondary and upper secondary level;

Professional higher education (professional bachelor, professional master);

Adult education including non-formal (on-job-training, improving qualification,
community-based training, etc.) and

Adapted professional education for socially sensitive groups: Early dropouts and
people with special needs, long-term unemployed, etc.
 Critical
 Policy
question is combination of learning paths/frames
considerations:
Diversity of possibilities to acquire profession is necessary
including different levels of education and flexible learning
paths as well as relevant forms for adult education.
SCOPE OF TVET BROUGHT INTO DISCUSSION
Policy considerations:
 a number of countries refer to TVET in their national education strategies mainly through
educational
strategies goals shall be explicitly reflected in the TVET policy documents, providing
National
developmental
a long-term vision for TVET and ensuring forward-looking competences, including ‘green skills’ and
 There is a risk of reducing TVET’s significance to labor market and business needs
SD competences in particular.
Conversely, the national development processes would have to keep in mind TVET as a key
strategic element for implementation of short and long-term national objectives. Defining
competencies of TVET graduates and relevant support system for their development, professional
practices and employment need to be considered in a more systematic manner.
TVET development has to be perceived not only as relevant for today’s market requirement but,
more importantly, for the whole livelihood development strategies beyond market.
It is important to recognize and reflect international tendencies in TVET development aligning
national and international policies. Among such policies could be European Qualifications
Framework, European Credit System for Vocational Education and Training.
STRATEGIC ALLIANCE OF TVET WITH OTHER PROCESSES
(REFLECTION IN NATIONAL DOCUMENTS)
Policy considerations:
The governance and coordination of TVET has to be stronger aligned with other national and
Most prominent partnerships system the decision-making is shared
international development processes. The system of TVET has to be further systematically
between the educational and the business
understood and, where necessary, optimized (as it is the case of Ireland).
 Partnerships are often structured around different groups (e.g.
France)
influencing
effectiveness
of resources
Systemic
cooperation
for the TVET
shall be established including cross-sectoral partnerships as well
as links with higher education for different inter-related purposes: aligning sectoral goals, defining
 Different degrees and forms of institutionalization, e.g. qualification
outcomes/competences
graduates,
creating
arelearning
developed
by specific centres of of
excellence
(e.g.
the models for professional practices, preservice in-service
training
as wellare
as formulated
internship ofby
the
TVET teachers, etc.
Netherlands,
Lithuania),
standards
governments

with contributions from employers (e.g. Montenegro), input of
Planning
andgroups
implementation
the TVET requires synergy of educational and developmental
specific
interest
(e.g. USA, of
Ireland))
strategies; permanent cross-sectoral coordination body could be helpful in achieving futureoriented decisions and financial efficiency at the national level.
The UNECE Working group might consider establishing long-term process to acquire knowledge
and develop strategies in this area at the national and international level
RESPONSIBILITIES AND PARTNERSHIPS
FOR TVET

Considerable variety of methods of defining, e.g.

Germany - TVET learning outcomes are working competences, as well as
workplace and workplace independent knowledge. SD is one of the
major goals


considerations:
ThePolicy
Netherlands
- countries TVET learning outcomes are very dependent
on the specific subject and school. Secondary Dutch VET-schools, for
example,
offer education
in 350
topics,
divided
into
4 sectors
TVET competencies
have
todifferent
be defined
beyond
the
ones
attributed to the immediate requirements
(agriculture,
technology,
economics,
health and
socialskills” (would livelihood skills be an
of today’sengineering
markets orand
even
beyond narrowly
understood
“green
care).
option?). Definition of these competencies has to become part of the consultative process where
stakeholders
educational
and development
community
Finland
- 4 targetsfrom
of assessment
performance:
mastering
the work come together.
process, mastering tools, methods and materials, mastering the
underpinning knowledge and key skills for life long learning.
TVET LEARNING OUTCOMES
Policy considerations:
Accessibility of TVET should be a component of the TVET strategies leading to the involvement of
 The Netherlands: “A quality auditor in the field of TVET must look
under-represented, socially sensitive and vulnerable groups.
at aspects as ‘tailor made education (with indicators like
differentiation,
fixing should
educational
disadvantages),
Diversity
of learning paths
be encouraged
and supported including both ‘vertical mobility’
‘differentiation’
(education
also about
individual need
for help
(between
educational
levels) andis‘horizontal
(crsoss-sectoral)
mobility’
by recognition of non-formal
supportcompetences,
from the students,
related
to information
from the
andand
work-based
bridging
courses,
etc.
intake and from specific treatment trajectories etc.). The most
TVETspecific
for the marginalized
communities
havewith
to be
strongerneeds
aligned
with the social services,
is Aspect 1.8:
Care: “Forwould
students
specific
is in
potential
employers, investors
and
developers
securing
flexibility and required tailor-made
the organisation
sufficient
care
available
in themaximum
primary and
solutions. Inclusion of the indicators specifically related to the learners with special requirements into
secondary line and there is a structural cooperation with third line
the quality assessment system of TVET could help to “mainstream” the concern into the TVET system.
organisations outside the school.”
‘NON-TRADITIONAL‘ LEARNERS
Policy considerations:
Rethinking of education and in-service training of the TVET teachers is necessary in order to develop
clear requirements and schemes in provision of corresponding competences. Particularly,
 TVET educators
to institutions
possess either
predominantly
technical
cooperation
of higher appear
education
of technological/
engineering
and pedagogical
profiles
will be important.
expertise
or the theoretical knowledge (including on ESD), but
not always both
Systems of mentorship within professional practices have to be, where necessary, strengthen
EDUCATORS FOR THE TVET SYSTEM

Defining TVET;

Strategic documents for TVET and beyond;

Responsibilities and partnerships for TVET;

TVET learning outcomes;

‘Non-traditional‘ learners and

Educators for the TVET system
PRIORITIES AND WAYS FORWARD

Results of the E-consultation:

Website of UNU-IAS: www.ias.unu.edu

Email of Zinaida Fadeeva: [email protected]
FURTHER INFORMATION AND
CONTACTS

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